A MULTILEVEL ANALYSIS OF THE EFFECT OF PROMPTING SELF‐REGULATION IN TECHNOLOGY‐DELIVERED INSTRUCTION
通过两项研究，发现技术教学中提示自我调节能逐步提升学习者的陈述性和程序性知识，且认知能力与任务自我效能感调节了提示效果。
Two studies were conducted to examine the effect of prompting self‐regulation, an intervention designed to improve learning from technology‐delivered instruction. In Study 1, trainees who were prompted to self‐regulate gradually improved their declarative and procedural knowledge over time, relative to the other conditions, whereas test scores declined over time for trainees who were not prompted to self‐regulate. In Study 2, basic performance remained stable over time and strategic performance improved over time for trainees who were prompted to self‐regulate, relative to the other conditions, whereas performance declined over time for trainees who were not prompted to self‐regulate. Trainees’ cognitive ability moderated the effect of the prompts on basic performance and task‐specific self‐efficacy moderated the effect of the prompts on strategic performance. Prompting self‐regulation resulted in stronger performance gains over time for trainees with higher ability or higher self‐efficacy. These results demonstrate prompting self‐regulation improved performance over time, relative to the other conditions, in both online, work‐related training and laboratory settings. The results are consistent with theory suggesting self‐regulation is a dynamic process that has a gradual effect on performance and highlight the importance of using a within‐subjects design in self‐regulation research.